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Reading is often referred to as the most important of the four language skills for EFL learners, as it enables students to gain exposure to the target language and receive valuable linguistic input to build up language proficiency. One of the main means of facilitating comprehension in reading classes is through the use of appropriately designed pre-reading activities. Two main lines of investigation were pursued in this study: the first relates to the relative effectiveness of the different pre-reading formats, and the second to the possibility of an interaction between pre-reading format and L2 proficiency level. The pedagogical implications of this study could help teachers how to get the maximum benefit of reading instruction.